Problems faced by IELTS candidates during attaining Aural Proficiency and designing Listening Practice Plan

Abstract

For International English Language Testing System (IELTS) candidates, achieving aural proficiency remains a significant hurdle, affecting overall test performance. This article identifies the primary challenges faced by test-takers, including unfamiliarity with diverse accents and dialects, difficulty following rapid speech, and limited exposure to academic and conversational vocabulary. A comprehensive analysis of these obstacles informs the design of a structured "Listening Practice Plan" to enhance listening skills and boost confidence. The proposed plan integrates five key components: accent familiarization, speed and comprehension building, phonetic awareness training, vocabulary enhancement, and regular practice with authentic materials. By addressing the specific needs of IELTS candidates, this tailored approach facilitates improved listening comprehension, enabling test-takers to better navigate the complexities of the exam. This article provides educators and test-takers with a valuable framework for effective listening practice, highlighting the importance of customized instruction, technology integration, and ongoing assessment. By adopting this evidence-based plan, IELTS candidates can overcome the barriers to aural proficiency, achieve higher band scores, and unlock greater opportunities for academic and professional success. Ultimately, this research contributes to the development of more effective listening instruction and improved outcomes for language learners worldwide. The findings highlight the importance of listening skills in language acquisition and provides insights into the application of listening practice plans in real-world teaching contexts. The proposed plan is adaptable to various learning environments, including classroom instruction and self-directed study. Ultimately, this research contributes to the development of more effective listening instruction and improved outcomes for language learners worldwide